Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mohammad Ilbeigi, Stevens Institute of Technology ; Diana Bairaktarova, Virginia Tech; Romina Ehsani

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NSF Grantees Poster Session

Paper ID #37634Board 197: A Gamified Approach for Active Exploration to DiscoverSystematic Solutions for Fundamental Engineering ProblemsDr. Mohammad Ilbeigi, Stevens Institute of Technology Mohammad Ilbeigi is an Assistant Professor in the Department of Civil, Environmental, and Ocean Engi- neering (CEOE) at Stevens Institute of Technology.Dr. Diana Bairaktarova, Virginia Tech Dr. Diana Bairaktarova is an Assistant Professor in the Department of Engineering Education at Virginia Tech. Through real-world engineering applications, Dr. Bairaktarovaˆa C™s experiential learning research spans from engineering to psychology to

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Arizona State University; Sharona Krinsky, California State University, Los Angeles; David Raymond P.E., California State University, Los Angeles; Eva Schiorring, STEMEVAL; Emily L. Allen, California State University, Los Angeles; Carlos Luis Perez

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Diversity, NSF Grantees Poster Session

. Garcia, Becoming Hispanic-serving institutions: Opportunities for colleges and universities. Johns Hopkins University Press, 2019.[4] J. Ives and M. Castillo-Montoya, “First-Generation College Students as Academic Learners: A Systematic Review,” Rev. Educ. Res., vol. 90, no. 2, pp. 139–178, 2020, doi: 10.3102/0034654319899707.[5] D. E. Blackwell, D. Patrice, and J. Pinder, “What Are the Motivational Factors of First- Generation Minority College Students Who Overcome Their Family Histories To Pursue Higher Education?,” Coll. Stud. J., vol. 48, no. 1, pp. 45–56, 2014.[6] M. Próspero and S. Vohra-Gupta, “First generation college students: Motivation, integration, and academic achievement,” Community Coll. J. Res

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shengfan Zhang, University of Arkansas; Eric Specking, University of Arkansas

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NSF Grantees Poster Session

ScienceFoundation (NSF: #1953733).References1. Zhang, S., Specking, E., Alimohammadi, M., Boykin, A., Bell, S., Schubert, K., Davis, S. “Establishing a Research Experience for Teachers Site to Enhance Data Analytics Curriculum in Secondary STEM Education.” In Proceedings of the 2021 ASEE Midwest Conference.

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chrysafis Vogiatzis, University of Illinois at Urbana-Champaign; Stephanie Marie Teixeira-Poit, North Carolina A&T State University; Tobin N. Walton, North Carolina A&T State University; Grace Gowdy, North Carolina A&T State University ; Bala Ram P.E., North Carolina A&T State University

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NSF Grantees Poster Session

students with the same advisors? In a similar vein, we would like to investigate how our resultsgeneralize when we look into the centrality of groups that are supposed to induce specific structures, suchas cliques, stars, representatives, among others (Rasti and Vogiatzis 2021).ReferencesAgnitsch, K., Flora, J., and Ryan, V. (2006). Bonding and bridging social capital: The interaction effects on community action. Community Development 37:36-51.Bourdieu, P. (2001). The forms of capital. Pp. 96-111 in The Sociology of Economic Life, edited by M. Granovetter and R. Swedberg. Boulder: Westview Press.Borgatti, S. P., Mehra, A., Brass, D. J., & Labianca, G. (2009). Network analysis in the social sciences. science, 323(5916), 892

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christine Alvarado, University of California, San Diego; Joe Hummel, University of Illinois at Chicago; Diba Mirza, University of California, Santa Barbara; Renata A. Revelo, University of Illinois at Chicago

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Diversity, NSF Grantees Poster Session

counts towards their degree requirements. We recommend mentoring students about taking an appropriate course load.References[1] S. R. Gregerman, J. S. Lerner, W. v. Hippel, J. Jonides, and B. A. Nagda, “Undergraduatestudent-faculty research partnerships affect student retention,” The Review of Higher Education,22(1):55–72, 1998.[2] M. Barrow, S. Thomas, and C. Alvarado, “ERSP: A Structured CS Research Program forEarly-College Students”, in Proceedings of the 2016 ACM Conference on Innovation andTechnology in Computer Science Education, 2016, pp. 148 – 153.[3] J. Stout, N. Burcin Tamer, C. Alvarado, “Formal Research Experiences for First YearStudents: A Key to Greater Diversity in Computing?”, in Proceedings of the 49th ACM

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katherine C Tetrick, Washington State University; John B. Schneider, Washington State University; Charles Pezeshki, Washington State University

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Diversity, NSF Grantees Poster Session

WSU STARS faculty and staff want to thank the University of Colorado Boulder’sAssociate Dean of Inclusive Excellence Jacquelyn Sullivan and GoldShirt Program DirectorTanya Ennis for their guidance and encouragement throughout the development of theWashington STARS in Engineering Program.This material is based upon work supported by the National Science Foundation Graduate 10K+STEP Grant under Grant No. 1317246 and 1317349.Any opinion, finding, and conclusion or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation.ReferencesAndrade, H. G. (2000). Using Rubrics to Promote Thinking and Learning. Educational Leadership, 57(5), 13-18.Arter, J. A. (2007

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Catherine Clark Hain, Mansfield Public Schools; Wendy Christine Turek; Arash Esmaili Zaghi P.E., University of Connecticut; Alexandra Hain, University of Connecticut

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Diversity, NSF Grantees Poster Session

: • Heterogeneously grouped students excitedly discussing how to make an earthquake resistant building • s out of spaghetti and marshmallows. • A girl using persuasive rhetoric to convince group members that her idea for a landing pad is the best to keep an egg from breaking. • A boy who hardly rarely participates, drawing his plan for a second iteration of a design and explaining to his group the benefits of his plan.You can hear conversations with a purpose, focused on the task at hand.I lament the lack of time that the elementary curriculum allows to such practical, worthwhile,inquiry-based learning. Neurodiversity and ADHD exist in all classrooms. Elementary students,regardless of their exceptionalities, need to feel that they can

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette (College of Engineering); Nicholas D. Fila, Purdue University; Austin Spencer Bohlin, Purdue University, West Lafayette (College of Engineering)

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NSF Grantees Poster Session

Science Foundation CAREER grantunder Grant No. 1150874. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References 1. Golish, B. L., Besterfield-Sacre, M. E., & Shuman, L. J. (2008). Comparing academic and corporate technology development processes. Journal of Product Innovation Mangagement, 25, 47–62. 2. Csikszentmihalyi, M. (1999). 16 implications of a systems perspective for the study of creativity. Handbook of Creativity, 313. 3. Fila, N. D., Purzer, Ş., & Mathis, P. D. (2014). I’m not the creative type: Barriers to creativity in student engineering innovation projects

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons P.E., Virginia Tech; Cassandra J. Groen, Virginia Tech

Tagged Topics

Diversity, NSF Grantees Poster Session

persistence and retention in the engineering field. Acknowledgements The authors would like to gratefully acknowledge the National Science Foundation for supporting this work under grant EEC-1351156. Any opinions, findings, conclusions, or recommendations expressed here are those of the authors and do not necessarily reflect the views of the National Science Foundation. Also, the authors acknowledge the contributions of Amy Hermundstad Nave to the development and description of the BUILD model. References[1] Chubin, D. E., May, G. S., and Babco, E. L. (2005). Diversifying the engineering workforce. Journal of Engineering Education, 94(1), 73–86. https://doi.org/10.1002/j.2168- 9830.2005.tb00830.x[2

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education; Alexandra Longo, American Society for Engineering Education; Rossen Tsanov, American Society for Engineering Education

Tagged Topics

Diversity, NSF Grantees Poster Session

factors that promote student encounters with difference in first-year courses.," Review of Higher Education, vol. 33, pp. 391-414, 2010.[10] H. Smith, R. Parr, R. Woods, B. Bauer, and T. Abraham, "Five years after graduation:  Undergraduate cross-group friendships and multicultural curriculum predict current attitudes and activities," Journal of College Student Development, vol. 51, pp. 385-402, 2010.[11] P. Gurin, "Expert Report. "Gratz et al. v. Bollinger, et al." No. 97-75321 (E.D. Mich.); "Grutter, et al. v. Bollinger, et al." No. 97-75928 (E.D. Mich.)," Equity & Excellence in Education, vol. 32, pp. 36-62, 09/01/ 1999.[12] S. Hurtado, "Linking diversity and educational purpose: how diversity

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kyoung-Yun Kim, Wayne State University; Carolyn E Psenka, Wayne State University; Karl R Haapala, Oregon State University; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Gül E. Okudan Kremer, Iowa State University

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Diversity, NSF Grantees Poster Session

manufacturing and assembly processes used inproduction to facilitate cost, productivity, and environmental performance assessment during earlyproduct design. In the Sustainable Product Architecture and Supplier Selection (S-PASS) module,relationships between sustainable design requirements and their associated functions andarchitectural modules can be identified and evaluated against existing products. S-PASS assistsdetermining whether the functions and requirements are satisfied in available product modules.Possible product architectures can be configured to create an initial product architecture set. Final1 DUE-1431481, DUE-1432774, and DUE-1431739product architecture candidates and their suppliers are selected by evaluating the

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Tech; Dustin M. Grote, Virginia Tech; David B. Knight, Virginia Tech; Abbey Rowe Erwin, Virginia Tech; Bevlee A. Watford P.E., Virginia Tech

Tagged Topics

NSF Grantees Poster Session

Center for the Enhancement of Engineering Diversity. c American Society for Engineering Education, 2019 Broadening Participation in Engineering by Enhancing Community College to University Partnerships: Findings from a Tri-Institutional NSF Grant Partnership Project Funded by National Science Foundation - Scholarships in Science, Technology, Engineering, and Math (S-STEM)Community colleges are often touted as cost-effective gateways to four-year universities foracademically-talented, low-income students. However, there is room for four-year institutions toplay a much more actively engaged role in turning this promise into reality. Funded through theNational Science Foundation

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Erin A. Cech, Rice University; Rocio C. Chavela Guerra, American Society for Engineering Education; Adrienne Minerick, Michigan Technological University; Tom J Waidzunas, Temple University

Tagged Topics

Diversity, NSF Grantees Poster Session

learning [2-6]. Failure to createan inclusive environment for minority students affects both minority and majority students, andthere is compelling evidence that diversity among students and faculty is crucially important tothe intellectual and social development of all students [7-9]. The benefits of diversity extendwell beyond the university years: research suggests that improving diversity in a workforce canhave positive effects on innovation and productivity [10]. Given the need to increase our STEMworkforce to remain competitive in a global economy, efforts must be made to attract and retaintalented individuals to STEM disciplines and professions. To this end, increasing diversity inScience and Engineering (S&E) has become a national

Conference Session

NSF Grantees: Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Debra A. Major, Old Dominion University; Seterra D. Burleson, Old Dominion University; Xiaoxiao Hu, West Virginia University; Kristi J. Shryock, Texas A&M University

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NSF Grantees Poster Session

identity. Given thelow rates of participation in co-curricular activities during the freshman year, efforts should beconcentrated on increasing participation in activities that may benefit students most, such asparticipating in engineering student organizations. The findings presented are part of a largerproject supported by the NSF under Grant No. 1504741.References[1] National Academy of Engineering, “Understanding the Educational and Career Pathways of Engineers,” The National Academies Press, Washington, DC, USA, 2018, doi:10.17226/25284.[2] S. L. Rodriguez, C. Lu, & M. Bartlett, “Engineering identity development: A review of the higher education literature,” International Journal of Education in Mathematics, Science

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Patrick A. Tebbe, Minnesota State University, Mankato

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NSF Grantees Poster Session

the Engaged inThermodynamics material. With more information on the exact format of the courses and themanner in which the Engaged material was used a better correlation between student engagementand the material can be made.AcknowledgementThis material is based upon work supported by the National Science Foundation under GrantsDUE-0536299 and DUE-0920436.Bibliography 1. P. Tebbe, J. Pribyl, and S. Ross, “Full Development of Engineering Scenarios to Promote Student Engagement in Thermodynamics – Year 1”, Proceedings of the 2010 Annual Conference & Exposition, American Society for Engineering Education, Louisville KY, 2010. 2. Chen, H., Lattuca, L., and Hamilton, E., “Conceptualizing Engagement: Contributions of

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elsa Q. Villa, University of Texas, El Paso; Peter Golding CPEng, University of Texas, El Paso

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

students’conceptual understanding as they explore and make sense of phenomena on their own terms.Relevant education courses provide the theoretical underpinnings of inquiry teaching andlearning, and the re-design of engineering course curricula from traditional lecture to problem-based learning (a form of inquiry) provides the practice of the theory. This theory-informs-practice model provides future teacher-engineers with the knowledge and experience to teach insuch a manner that both engages K-12 students in their learning and exciting them aboutengineering as a career option.AAAS, American Association for the Advancement of Science. (2008). Project 2016. Retrieved from http://www.project061.org/Blumenfeld, P., Soloway, P., Marx, R. W., Krajcik, J. S

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University; William Hamilton, New Mexico State University; Marshall Allen Taylor, New Mexico State University; Lauren Cifuentes, New Mexico State University

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NSF Grantees Poster Session

. Dedoose, a softwarethat helps analyze qualitative data, will support researchers in identifying and classifying units ofdata. Having these data units yields the coding phase. In this stage, initial themes and categoriesemerge within each transcript including the observation records, which are later re-defined incomparing this initial categorization with the remainder of the transcripts. Patterns might benoted as the analysis process evolves, setting a group of established themes and categories,which will help answer the research question(s).Current statusIn the Fall 2023 semester, the ECE student recruitment process started along with conversationsamong the faculty and graduate research assistants from Engineering and Computer Scienceabout the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rebekah J Hammack, Purdue University, West Lafayette; Tugba Boz, Indiana-Purdue University; Nicholas Lux Lux, Montana State University; Paul Gannon, Montana State University

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Diversity, NSF Grantees Poster Session

her research, she navigates the complexity of introducing innovative, sustainable STEM practices within varied, particularly rural and Indigenous, educational contexts. Her research interest spans elementary computer science and engineering education, integrated STEM education, and sustainability of teacher PL outcomes.Dr. Nicholas Lux Lux, Montana State University Dr. Nicholas Lux has is an Associate Professor of Curriculum and Instruction in MSUˆa C™s Department ˆ He has of Education. His teaching and research interests are in the area of educational technology.A worked in the fields of K-12 and higher education forPaul

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Caitlin Donahue Wylie, University of Virginia; Michael E. Gorman, University of Virginia

Tagged Topics

NSF Grantees Poster Session

, such as relative to others in their peergroup or in the field. Consider one student’s diagram:Figure 1: This student’s deep expertises included Linux, technical problem-solving, and “going through airports (transport).” The shallow expertises included cycling, compilers, digital circuits, and signal processing.The student commented that s/he was keeping the order of deep expertises increasing down thevertical axis, to represent expertise as a distribution with more general knowledge up towards thetop of the vertical bar and more esoteric knowledge down at the bottom, where “you’re like0.001%” of the experts at this level (see bottom right of Figure 1). S/he placed “Russia” outsidethe T diagram

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Elliott Clement, Oregon State University; Sarah Oman; James L. Huff, Harding University; Shane A. Brown, P.E., Oregon State University

Tagged Topics

NSF Grantees Poster Session

Perspectives,” J. Eng. Educ., vol. 106, no. 3, pp. 398–430, 2017, doi: 10.1002/jee.20170.[5] C. J. Atman, J. R. Chimka, K. M. Bursic, and H. L. Nachtmann, “A comparison of freshman and senior engineering design processes,” Des. Stud., vol. 20, no. 2, pp. 131–152, Mar. 1999, doi: 10.1016/S0142-694X(98)00031-3.[6] S. R. Daly, R. S. Adams, and G. M. Bodner, “What Does it Mean to Design? A Qualitative Investigation of Design Professionals’ Experiences,” J. Eng. Educ., vol. 101, no. 2, pp. 187–219, 2012, doi: 10.1002/j.2168-9830.2012.tb00048.x.[7] J. S. Gero, “Fixation and Commitment While Designing and its Measurement,” J. Creat. Behav., vol. 45, no. 2, pp. 108–115, 2011, doi: 10.1002/j.2162-6057.2011.tb01090.x.[8] V. L. Vignoles

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Walter C Lee, Virginia Tech; Malini Josiam, Virginia Tech; Taylor Y Johnson, Virginia Tech; Janice Leshay Hall, Florida International University; Artre Reginald Turner, Virginia Tech

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Diversity, NSF Grantees Poster Session

National Science Foundationunder Grant No. 1943811. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] Josiam, M., Lee, W., Johnson, T., Pee, C., & Hall, J. (2022, August). Beyond Selecting aMethodology: Discussing Research Quality, Ethical, and Equity Considerations in QualitativeEngineering Education Research. In 2022 ASEE Annual Conference & Exposition.[2] D. M. Cable and J. R. Edwards, “Complementary and supplementary fit: A theoretical andempirical integration.,” Journal of Applied Psychology, vol. 89, no. 5, pp. 822–834, 2004.[3] P. M. Muchinsky and C. J. Monahan, “What is person

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robert L. Potter, University of South Florida; Gerry G. Meisels, University of South Florida; Peter Stiling, University of South Florida; Kevin Yee, University of South Florida; Ruthmae Sears, University of South Florida ; Catherine A. Beneteau, University of South Florida; Kelley G. Schuler, University of South Florida; Alberto Danny Camacho, Hillsborough Community College; Scott W. Campbell, University of South Florida

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Diversity, NSF Grantees Poster Session

information about the program and its successes at a wide variety ofconferences and meetings. A list of such presentations is given in Appendix B for the readerwho would like more detailed information about a particular aspect of STEER. The reader isalso encouraged to contact members of the leadership team directly.AcknowledgementThis project was supported in part by National Science Foundation IUSE grant No. DUE-1525574. We are grateful to the Office of Decision Support at the University of South Floridafor the permission to publish the course and institutional data presented here.References[1] G. Meisels, R. Potter, P. Stiling, J. Wysong, and S. Campbell, “Systemic transformation ofevidence-based education reform (STEER),” 2019 ASEE Annual

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jay Phillip Jefferson, Florida International University; Alexandra Coso Strong, Florida International University; Trina L. Fletcher, Florida International University; Jade R. Moten, Florida International University

Tagged Topics

Diversity, NSF Grantees Poster Session

the author(s) and do not necessarily reflect theviews of the National Science Foundation.References[1] I. A. Toldson, I, “Why historically black colleges and universities are successful with graduating black baccalaureate students who subsequently earn doctorates in STEM (editor’s commentary),” J. Negro Educ., vol. 87, no. 2, pp. 95–98, 2018.[2] R. Winkle-Wagner and D. L. McCoy, “Feeling like an “Alien” or “Family”? Comparing students and faculty experiences of diversity in STEM disciplines at a PWI and an HBCU,” Race Ethn. Educ., vol. 21, no. 5, pp. 593-606, 2018.[3] R. T. Palmer, R. J. Davis, and T. Thompson, “Theory meets practice: HBCU initiatives that promote academic success among African Americans

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mahnas Jean Mohammadi-Aragh, Mississippi State University; Rachel Louis Kajfez, Ohio State University; Abigail M. Clark, Ohio State University

Tagged Topics

NSF Grantees Poster Session

,andotheruniquepathwaysinadditiontothetypicalpathwaysateachinstitution.Thesestudentswillbeinterviewedagainduringtheirjuniorandsenioryearsforatotalofthreeinterviewsperparticipant.Thisinformationwillallowustodevelopatrajectoryforeachstudenttobetterunderstandhowtheymovefromlegitimateperipheralparticipantsinthecommunityofpracticeofengineeringtofullparticipants.FutureWorkOncethebaselinesurveyiscompleteandtheinterviewsareunderway,wewillcontinuewithfocusgroupsoffacultyandadministratorsthatwillbeusedtobetterunderstandandtriangulatefindings.WebelievethatthoseinvolvedinmakingFYEchangemustbebroughtintothisresearchsothatinformedchangecanbemadeinthefuture.TheoutcomesofourworkwillhavesubstantialimpactonengineeringeducationbecausetheyensurethatthechangesmadeinFYEarepositivelyimpactfulandhelpensurethesuccessofFYEstudentsasitrelatestotheircommunitiesofpracticeandengineeringidentitydevelopment.AcknowledgementsThismaterialisbaseduponworksupportedbytheNationalScienceFoundationunderGrantNos.1664264and1664266.Anyopinions,findings,andconclusionsorrecommendationsexpressedinthismaterialarethoseoftheauthor(s)anddonotnecessarilyreflecttheviewsoftheNationalScienceFoundation.References[1] X.Chen,C.E.Brawner,M.W.Ohland,andM.K.Orr,“ATaxonomyofEngineering MatriculationPractices,”120thASEEAnnu.Conf.Expo.,2013.[2] M.K.Orr,M.W.Ohland,R.A.Long,C.E.Brawner,S.M.Lord,andR.A.Layton, “Engineeringmatriculationpaths:OutcomesofDirectMatriculation,First-Year Engineering,andPost-GeneralEducationModels,”Proc.Front.Educ.Conf.FIEProc.- Front.Educ.Conf.FIE,2012.[3] K.Reid,T.J.Hertenstein,G.T.Fennell,andD.Reeping,“Developmentofafirst-year engineeringcourseclassificationscheme,”Am.Soc.Eng.Educ.Annu.Conf.Expo., 2013.[4] K.J.Reid

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Karen D. Alfrey, Indiana University Purdue University, Indianapolis

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NSF Grantees Poster Session

. c American Society for Engineering Education, 2018 CLEAR Scholars in Engineering: Academic, Career, and Leadership Development to Help Students with Financial Challenges Achieve their Full Academic PotentialFunded by a National Science Foundation S-STEM grant, the CLEAR Scholars in Engineeringprogram at Indiana University-Purdue University Indianapolis (IUPUI) provides financialsupport, mentoring, and leadership and career development to undergraduate students withdemonstrated potential to succeed in engineering, but who face significant financial challenges,possibly in combination with other barriers to meeting their full potential, such as being a first-generation college student or a member of an

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Melissa Gavin, University of Wisconsin,Platteville ; Lisa Naderman, University of Wisconsin, Platteville

Tagged Topics

NSF Grantees Poster Session

. c American Society for Engineering Education, 2018 Connecting STEM Scholars with Employers WorldwideAbstractSTEM career opportunities are plentiful worldwide; however, students are not always able tofind those opportunities due to location, time constraints, and other barriers. A significantcomponent and goal of the 2015 National Science Foundation S-STEM grant received was todevelop a program that increases career exploration opportunities for scholars who are fromunderrepresented populations in STEM fields. With entering grant year three, scholars aregraduating with their master’s degree and are seeking advanced STEM career placement. Byimplementing a virtual career fair, access to the career exploration process increases for

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Micah Lande, Arizona State University

Tagged Topics

NSF Grantees Poster Session

environments,” in Design Knowing and Learning: Cognition in Design Education, C. Eastman, W. C. Newstetter and M. McCracken, Eds. Oxford, United Kingdom: Elsevier, 2001, pp. 63-77.4. National Academy of Engineering, The Engineer of 2020: Visions of Engineering in the New Century. Washington, DC: The National Academies Press, 2004.5. S. Jordan and M. Lande, “Might young makers be engineers of the future?” in Proceedings of the Frontiers in Education conference, Madrid, Spain, 2014.6. C. J. Atman, M. E. Cardella, J. Turns and R. Adams, “Comparing freshman and senior engineering design processes: an in-depth follow-up study” in Design studies, vol. 26, number 4, pp. 325-357, 2005.7. R. S. Adams, J. Turns and C. J. Atman, “What could design

Conference Session

NSF Grantees: Student Learning 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University; David A. Dillard, Virginia Polytechnic Institute and State University; Sneha Patel Davison, Virginia Polytechnic Institute and State University; Todd P. Shuba, Virginia Polytechnic Institute and State University; Cliff Shaffer, Virginia Polytechnic Institute and State University; Arinjoy Basak, Virginia Polytechnic Institute and State University; Jianqiang Zhang, Virginia Polytechnic Institute and State University

Tagged Topics

NSF Grantees Poster Session

presented with a palette of equations appropriate for the Deformable Bodies course.After selecting relevant equations from the palettes, students identify what terms are used in eachequation from highlighted dimensions, material properties, and other parameters given in theproblem statement or problem figure. The student is also able to generate their own equationsfrom relevant algebraic and trigonometric functions. Changes in units can be specified. Thestudent is then able to identify to the system the unknown(s) being solved for. By tracking thenumber of equations involved and the number of variables, the software presents the student withthe option to allow the program to solve for the answer(s) once the number of equations andunknown variables

Conference Session

NSF Grantees: First Year Programming (1)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Farshid Marbouti, San Jose State University; Kelsey Joy Rodgers, Embry-Riddle Aeronautical University - Daytona Beach; Matthew A. Verleger Ph.D. (He/His/Him), Embry-Riddle Aeronautical University - Daytona Beach

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Diversity, NSF Grantees Poster Session

te Scho ol Cour se 2References[1] A. R. Carberry and A. F. McKenna, "Exploring student conceptions of modeling and modeling uses in engineering design," Journal of Engineering Education, vol. 103, no. 1, pp. 77-91, 2014.[2] A. McKenna, R. Linsenmeier, and M. Glucksberg, "Characterizing computational adaptive expertise," in 2008 ASEE Annual Conference and Exposition, 2008.[3] J. S. Zawojewski, H. A. Diefes-Dux, and K. J. Bowman, Models and modeling in engineering education: Designing experiences for all students. Rotterdam, the Netherlands: Sense Publishers, 2008.[4] J. Gainsburg, "Learning to model in engineering," Mathematical Thinking and Learning, vol. 15, no. 4, pp. 259-290, 2013.[5

Conference Session

NSF Grantees: Learning Tools (Virtual)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Audeen W. Fentiman, Purdue University; Tiantian Li, Purdue University at West Lafayette; Ali Khalid Raz, Purdue University at West Lafayette; Kerrie A. Douglas, Purdue University at West Lafayette; John W. Sutherland, Purdue University at West Lafayette (COE); Jorge D. Camba, Purdue University at West Lafayette; Daniel Delaurentis, Purdue University at West Lafayette

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Diversity, NSF Grantees Poster Session

Missouri Polytech Hopkins Georgia Caltech Purdue AFIT Tech S&T